The main learning objectives in this activity include (1) function input and output, (2) function information exchange, and (3) global and local variables in the workspace.

MATLAB commands are used, but the actual use of MATLAB is not necessary for this activity. This is a smaller activity in a larger set of tasks and activities focused on tactile learning for introductory programming courses.

This classroom activity should be done in an introductory programming course and is best suited for smaller classes (less than 30 students). This can be done early in the semester, as it requires very few prerequisite programming skills. Students need to be familiar with basic MATLAB commands, such as defining variables. Although this activity was designed to be done at the beginning of the semester, the instructor may include more advanced examples if they wish to implement this later in the semester.

See the Function Telephone file below for a full detailed description of the activity.
Function Telephone (Acrobat (PDF) 707kB Sep9 24)

This is a straightforward activity that should not require too much additional planning. As with many tasks and activities, it is important to set clear expectations before you begin. For example, make sure that you encourage collaboration and willingness to participate so that students do not feel uncomfortable. These expectations should be set on the first day of class, but it helps to reiterate them before an activity such as this. This is a rather brief activity and should only take one class period to complete. It is recommended that you begin class with this activity and then transition into some problems involving defining variables using MATLAB.

Since this is a short in-class activity, no summative assessment is necessary. However, summative assessment could be done by using a rubric that gauges students' understanding of function input and output, function information exchange, and global and local variables in the workspace.

It is also easy to do a formative assessment of student understanding based on their participation in this activity. It is also recommended that you survey students to capture their perceptions of such activities. Note that this can be done directly following this task or after a series of tactile activities.

[1] Barnes, J., & Libertini, J. M. (2018).Tactile Learning Activities in Mathematics: A Recipe Book for the Undergraduate Classroom (Vol. 54). American Mathematical Soc.